magistrsko delo
Maša Rus (Author), Dejan Dinevski (Mentor), Karin Bakračevič Vukman (Co-mentor)

Abstract

Raziskave kažejo, da se pri učencih in mladostnikih lahko pojavljajo težave s stresom, psihosomatski simptomi, tvegana vedenja in nezadovoljstvo s šolo. Po drugi strani raziskave s področja sprostitvenih dejavnosti poročajo o pozitivnih učinkih na duševno zdravje ter zmanjševanje stresa in psihosomatskih simptomov učencev. Razred predstavlja celoto odnosov med posameznikom in okoljem, razredna klima je dogajanje v razredu, ki je določeno z medosebnimi odnosi, osebnostnim razvojem učencev ter sistemskimi značilnostmi. Odločili smo se, da bomo raziskali področje razredne klime in sprostitvenih tehnik. Raziskava je v šolskem letu 2017/2018 potekala na dveh mariborskih osnovnih šolah, in sicer v 4., 5., 6., 7., 8. in 9. razredu na vzorcu 464 učencev, od tega jih polovica pripada kontrolni šoli. Pred začetkom šolskega leta smo na eksperimentalni šoli izvedli izobraževanje za razrednike, kjer smo jim predstavili sprostitvene aktivnosti in jim podali primere vaj (vizualizacija, enostavne telesne vaje joge, vaje čuječnosti ...). Nato so razredniki omenjenih razredov enkrat dnevno izvajali enostavne jogijske telesne vaje v času petminutnih rekreativnih odmorov in enkrat tedensko enostavne meditativne ter sprostitvene vaje pri razrednih urah. Pri tem smo zasledovali razlike med učenci eksperimentalne OŠ (z intervencijo sprostitvenih vaj) in kontrolne OŠ (brez intervencije sprostitvenih vaj), ki je primerljiva po številu učencev, razredih in kraju. Za pridobitev in analizo podatkov smo uporabili Vprašalnik za učence "Razredna klima" (Moj razred; Zabukovec, 1998) s 25 trditvami, ki se nanašajo na medosebne odnose (zadovoljstvo, povezanost) in osebnostni razvoj (tekmovalnost, težavnost, napetost). Na obeh šolah smo oktobra 2017 izvedli pred test, maja 2018 pa po test z istim vprašalnikom. Rezultati so pokazali, da se razredna klima kljub intervenciji z izvajanjem sprostitvenih tehnik v omenjenem obdobju ni izboljšala. Smo pa ugotovili tudi, kakšna je bila razredna klima na eksperimentalni šoli in na kontrolni šoli na začetku in kako se je spremenila do drugega merjenja. Ugotovili smo, da je bila razredna klima na obeh šolah slabša ob koncu šolskega leta kot na začetku. Evalvacije so pokazale, da sta na rezultate vplivala dva nepričakovana dejavnika. Učenci so bili namreč v času 2. meritve zaradi zaključevanja ocen bolj obremenjeni in pod stresom, kar je negativno vplivalo na razredno klimo. Drugi dejavnik je nedoslednost pri izvedbi, saj se sprostitvene tehnike zaradi različnih dejavnikov niso izvajale redno. Razlogi za to so bili različni, npr. spremenljivo šolsko okolje, zmanjšanje interesa razrednikov, pomanjkanje motivacije učencev ipd. Natančnega vpliva navedenih dejavnikov ni bilo možno oceniti.

Keywords

magistrska dela;sprostitvene tehnike;čuječnost;joga in meditacija v šoli;razredna klima;stres;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [M. Rus]
UDC: 37.064.2/.3:615.851.8(043.2)
COBISS: 95260931 Link will open in a new window
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Other data

Secondary language: English
Secondary title: The Implementation of Relaxing Activities in Primary School and their Effect on the Classroom Climate
Secondary abstract: Research shows that pupils and adolescents can suffer from stress problems, psychosomatic symptoms, risky behavior and dissatisfaction with school. On the other hand, research in the field of relaxation activities reports positive effects on mental health and a reduction of stress and psychosomatic symptoms in pupils. A classroom represents the totality of the relationship between the individual and the environment, the classroom climate is what happens in the classroom, which is determined by interpersonal relationships, the personal development of pupils and systemic characteristics. We decided to explore the field of classroom climate and relaxation techniques. In the school year 2017/2018 the survey was conducted at two primary schools in Maribor, in the 4th, 5th, 6th, 7th, 8th and 9th grade, with a sample of 464 pupils, half of whom belong to the control school. Before the beginning of the school year we conducted a training for the classmates in the experimental school, where we introduced them to relaxation activities and gave them examples of exercises (visualization, simple yoga exercises, mindfulness exercises ...). Afterwards, the class teachers of the mentioned classes performed simple yogic physical exercises once a day in five-minute breaks and, once a week, simple meditation and relaxation exercises. We observed the differences between the pupils of the experimental primary school (with the intervention of relaxation exercises) and the control primary school (without the intervention of relaxation exercises), which are comparable in terms of number of pupils, classes and city. In order to obtain and analyze data, we used the Questionnaire for pupils "Razredna klima" (Classroom climate) (Moj razred; Zabukovec, 1998) with 25 statements on interpersonal relationships (satisfaction, connection) and personal development (competition, difficulty, tension). We conducted a pre-test at both schools in October 2017 and a post-test in May 2018, using the same questionnaire. The results showed that, despite the intervention, the classroom climate did not improve during the above-mentioned period due to the use of relaxation techniques. However, we also found out how the class climate at the experimental school and at the control school was at the beginning and how it changed until the second measurement. We found that the classroom climate in both schools was worse at the end of the school year than at the beginning of the school year. The evaluations showed that the results were influenced by two unexpected factors. Namely, that during the second measurement the students were more burdened and stressed by the completion of the grades, which had a negative effect on the classroom climate. The second factor is the inconsistency in the implementation, as relaxation techniques were not carried out regularly due to various factors. The reasons for this were manifold, e.g. changing school environment, lower interest of the form teachers, and lack of motivation of pupils. The exact effects of these factors could not be estimated.
Secondary keywords: master theses;relaxation techniques;mindfulness;yoga and meditation at school;classroom climate;stress;Osnovne šole;Učenci;Sprostitev;Meditacija;Čuječnost (psihologija);Stres (psihologija);Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (IX, 95 str.))
ID: 12039471